Foreign language motivation research in Japan: An ‘insider’ perspective from outside Japan<br />Ema Ushioda<br />Universit...
An ‘insider’ from outside Japan<br />JALT CUE 2011<br />
Foreign language motivation:currently a vibrant research field<br />JALT CUE 2011<br />
Traditional concept of integrative motivation<br />Gardner & Lambert 1972<br />
Globalization & global English<br />Impact on how we theorize L2 motivation:<br />Reconceptualizingintegrativeness as an i...
Global importance of English: pedagogical & educational issues<br />JALT CUE 2011<br />(e.g. Kubota 2002; Henry & Apelgren...
Impact on L2 motivation literature<br />JALT CUE 2011<br />
English language education in Japan<br />JALT CUE 2011<br />‘permanent sense of crisis’ (Ryan 2009a)<br />
Foreign language motivation in Japan:three areas of research inquiry<br />JALT CUE 2011<br />
L2 demotivation<br />JALT CUE 2011<br />
Students’ motivational trajectories<br />JALT CUE 2011<br />
Investigating motivational change<br />JALT CUE 2011<br />
What English & learning English mean for Japanese students<br />JALT CUE 2011<br />?<br />Transition to university:<br />‘...
Historical and cultural legacy<br />JALT CUE 2011<br />Resonates with current L2 motivation themes and perspectives (globa...
Contribution to reshaping L2 motivation theory<br />JALT CUE 2011<br />
Focus on student voice and agency<br />JALT CUE 2011<br />
Concluding remarks<br />JALT CUE 2011<br />
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Ema Ushioda Plenary (Sunday July 3rd)

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Ema Ushioda Plenary (Sunday July 3rd)

  1. 1. Foreign language motivation research in Japan: An ‘insider’ perspective from outside Japan<br />Ema Ushioda<br />University of Warwick<br />JALT CUE 2011<br />
  2. 2. An ‘insider’ from outside Japan<br />JALT CUE 2011<br />
  3. 3. Foreign language motivation:currently a vibrant research field<br />JALT CUE 2011<br />
  4. 4. Traditional concept of integrative motivation<br />Gardner & Lambert 1972<br />
  5. 5. Globalization & global English<br />Impact on how we theorize L2 motivation:<br />Reconceptualizingintegrativeness as an internal process of identification within the self-concept (Dörnyei 2005)<br />Linking L2 motivation with self and identity:<br />Motivation, Language Identity and the L2 Self (Dörnyei & Ushioda 2009)<br />Identity, Motivation and Autonomy in Language Learning (Murray et al. 2011)<br />
  6. 6. Global importance of English: pedagogical & educational issues<br />JALT CUE 2011<br />(e.g. Kubota 2002; Henry & Apelgren 2008; Dörnyei et al. 2006)<br />
  7. 7. Impact on L2 motivation literature<br />JALT CUE 2011<br />
  8. 8. English language education in Japan<br />JALT CUE 2011<br />‘permanent sense of crisis’ (Ryan 2009a)<br />
  9. 9. Foreign language motivation in Japan:three areas of research inquiry<br />JALT CUE 2011<br />
  10. 10. L2 demotivation<br />JALT CUE 2011<br />
  11. 11. Students’ motivational trajectories<br />JALT CUE 2011<br />
  12. 12. Investigating motivational change<br />JALT CUE 2011<br />
  13. 13. What English & learning English mean for Japanese students<br />JALT CUE 2011<br />?<br />Transition to university:<br />‘Learning English for exams’ no longer provides obvious rationale<br />Loss of learning purpose and disorientation (Warrington & Jeffrey 2005)<br />
  14. 14. Historical and cultural legacy<br />JALT CUE 2011<br />Resonates with current L2 motivation themes and perspectives (globalization, global English, self-and-identity theories)<br />
  15. 15. Contribution to reshaping L2 motivation theory<br />JALT CUE 2011<br />
  16. 16. Focus on student voice and agency<br />JALT CUE 2011<br />
  17. 17. Concluding remarks<br />JALT CUE 2011<br />
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